In 300 words or less, please tell your student’s success story. This may describe a moment where the
student experienced a distinct turning point in reading progress, unique obstacles the student has overcome,
newly realized goals for the future, or any information that you believe supports the student’s exceptional
dedication to continuous improvement and academic growth.

Remember, the more descriptive you are, the more we will understand about your student.

Continue

* All Fields with an Asterisk Required

*

By clicking this box, I hereby accept and agree to the Scholastic All-Star Awards Terms and Conditions.

In 300 words or less, please tell your student’s success story. This may describe a moment where the student experienced a distinct turning point in academic progress, unique obstacles the student has overcome, newly realized goals for the future, or any information that you believe supports the student’s exceptional dedication to continuous improvement and academic growth.

Remember, the more descriptive you are, the more we will understand about your student.

When will I be notified if my student has been selected as a Finalist?

If your student is selected to compete in the Finalist Round, you will be notified no later than March 3, 2014.

In what ways has the Nominated Student shown determination to sustain improvement and effort to continue to raise achievement levels?

Describe any challenges the Nominated Student faces beyond struggling with academics, including any additional anecdotal information, and how the student has overcome, or is making the effort to overcome, these obstacles.

Describe the Nominated Student’s growth in areas outside academics related to participation in the READ 180, MATH 180 and/or System 44 Programs (aspirations for the future, development of goals, leadership roles, or peer support)

Nominated Student’s response to the following question:

Using at least 200 words, tell us about how your mindset towards reading or math (depending on software used) has changed. Name a specific time your reading or math skills have helped you succeed. What are some of your goals for the future?

Video Entries must:

Include a film that is approximately (1) minute in length and not exceeding (3) minutes that illustrates: (a) the Nominated Student’s determination to sustain improvement and effort to continue to raise achievement levels;(b) the Nominated Student’s exceptional nature and academic performance in the READ 180, MATH 180, and/or System 44 programs; (c) the Nominated Student’s growth in areas outside academics related to participation in the READ 180, MATH 180 and/or System 44 Programs. A testimony from the Nominated Student addressing the following statement is required:

Tell us about how your mindset towards reading or math (depending on software used) has changed. Name a specific time your reading or math skills have helped you succeed. What are some of your goals for the future?

Nominated Student may also elaborate on any of the above categories, if he/she chooses.

As many as you want! However, you must submit one nomination form and educator statement per student and each student can only be nominated ONCE.

I teach a READ 180/System 44 combo class. Can I nominate my students for both categories?

No, educators must select whether to nominate the student for READ 180 OR System 44. If the student is in a READ 180/System 44 combination class, please nominate the student for the program based off the software they are using in the Software Rotation.

If I'm a MATH 180 teacher, do I need to join the READ 180 Community to nominate a student?

Membership to the READ 180 Community is not required to submit a student nomination.

How will my nomination(s) be judged?

Qualifying Round: Judges will review the Nomination Packet and assign a score to each Nomination Packet based on how effectively the Nominating Educator’s Statement conveys the Nominated Student’s exceptional success story.

Finalist Round: Judges shall review each Finalist Entry and assign a 12-point maximum score, based on a maximum of 4 points in each category:
(a) The student’s determination to sustain improvement and effort to continue to raise achievement levels;
(b) Student’s exceptional nature and academic performance in the READ 180, MATH 180 and/or System 44 programs;
(c) Student’s growth in areas outside academics related to participation in the READ 180, MATH 180 and/or System 44 Programs.

No additional points or favor will be awarded to a particular Entry format. Video Entries will be judged solely on content and not technical merit.

Are student release forms required?

Yes, release forms are required during the Finalist Round only. Each Finalist Entry must include a Student’s Signed Letter of Parental Consent. All Finalists who submit a Video Entry must include additional release forms from all individuals who appear in the video submission.

Will I be notified when my entry is received?

All students nominated for the Student Awards will receive a letter of acknowledgement and a certificate of participation by April 6, 2015.

Having been homeschooled through the third grade, Michaela entered Baker Elementary School as a fourth-grader with an infectious enthusiasm for learning, but as a beginning reader. It’s now one year later, and Michaela has closed gaps in phonics and surpassed her goals. With hard work and support from her teachers and family, she is now closer than ever to being on grade level. "Due largely to her participation and success in the READ 180 program, Michaela now has many aspirations for her future," noted her teacher. "In addition to attending a trade school, Michaela wishes to play volleyball professionally. Not only has she been practicing her skills, she has been reading books about the sport to learn as much as she can."

Today, Dalton loves to read so much that he can often be found reading books for fun at home while other kids are playing video games. But reading wasn’t always fun for him. Before starting READ 180, Dalton was two years below grade level in reading. Also, health challenges forced Dalton and his family to make repeated trips between Georgia and Ohio for treatment. But he always remained motivated to succeed. Passionate about his education, Dalton continued his studies through the use of e-readers. Inspired by the men and women who have served him during his hospitalization, Dalton wants to give back with a career in the medical field. “Dalton is making the connection between his studies and his future hopes and dreams,” said his teacher, Robert Howland. “His positive example makes him a true role model for other students."

Two years ago, at the beginning of his fourth grade year, Caleb struggled with many of the building blocks of reading (decoding, sound-symbol connections and phonics) because of a learning disability that added to the challenge of learning to read. After two years in intervention programs, first System 44 and then READ 180, Caleb has quickly improved his reading skills, jumping the equivalent of three grade levels in his reading ability. A crowning achievement for him was reading Hatchet, a grade-level text, along with the rest of his classmates. “It was hard, but I had to read it on my own,” he said. His teacher says he is now a leader in the classroom and on the football field, where he dreams of becoming an NFL star.

When speaking with Lisette, you would never guess that two years ago she was a timid student who read on a first grade level. Today, Lisette reads on an 8th grade level and has become a leader at home by helping her siblings with schoolwork. Next year, Lisette will serve as a school mentor to incoming 6th-graders. When asked how READ 180 has impacted her life, Lisette said, “It has helped me read better. I used to read slowly and I used to get frustrated when I was reading, because I couldn’t read fast like the other kids.” Currently Lisette is earning all A’s and B’s. “With the success she has developed through READ 180 her confidence is carrying over to her other classes,” said her teacher, Heather Harris.

A kind and generous “helper,” as his teacher describes him, Jose never hesitates to step up and help his fellow READ 180 students when they need assistance. Just a few months ago, he was a student whose reading scores were holding him back from succeeding in all his classes and dragging down his self-confidence. But all that has changed since the beginning of his seventh grade year. He has already gained the equivalent of two years in his reading skills in this school year. His newfound success has boosted his confidence, helped him become more self-reliant in class, and transformed him into a leader. “This program has given me the confidence needed to achieve better grades in both reading and writing,” Jose said. He says he wants to pursue a career where he can help others. Like his father, he says he wants to join the Army.

Robert is an honor student, a member of the student council and a voracious reader. His story inspires because of the obstacles he overcame to get where he is today. A student with autism, Robert was unable to speak until he was 4 years old. In three years since he started READ 180, his reading skills have soared, allowing him to read at a fifth-grade level with the goal of eventually achieving grade level fluency. “Robert has demonstrated remarkable growth socially due to the increase in his self-esteem and self-confidence as he’s found success in his academics,” said his teacher. Robert is a passionate Philadelphia sports fan and continues to read every day with dreams of one day becoming an animator.

Manuel immigrated to the United States from Mexico when he was five years old. Coming from a household of Spanish speakers, Manuel had to learn English at school and translate for his family. At the start of his 8th grade year, Manuel was a beginning reader. Through the use of READ 180, this year he was able to pass all his Virginia Standards of Learning tests for the ninth grade. “One of the biggest ways READ 180 has helped me was when I needed to get my Social Security card,” Manuel explained. “I got the form and was able to read and fill it out all on my own. If it wasn’t for READ 180, I never would have been able to understand he complicated forms.” In 2016, Manuel will be the first person in his family to earn a high school diploma.

Michael HurdAge 17 – Grade: 12 – Dover High School, Dover, DE

At the beginning of his high school career, Michael had significant difficulties with reading because of his dyslexia and because the content at the high school level was simply too challenging for someone so far behind. Fast forward to today: Michael is an All-State football player who is getting ready to graduate and enroll at Delaware State University in the fall. “Big Red,” as he is known to his friends and teachers, gained the equivalent of almost 10 years in his reading ability since he started high school. Thanks to his hard work in READ 180 and his partnership with his teacher, Michael is now an honor roll student and is destined for success, whether on the football field, in the classroom, or in the career of his choice. “Football and my education are going to take me somewhere,” he said.

Originally born and raised in Pakistan, Afnan and her family moved to the United States with hopes for a more stable lifestyle and a quality education. While she started far below grade level, Afnan adjusted to American culture and persevered in her reading goals despite language barriers. Today, she is on the fast track to becoming a proficient reader by the end of the school year. “Now with READ 180, I understand more of what I am reading. I feel confident with my answers,” said Afnan. “I am not nervous to read aloud in class.” Afnan’s determination and hard work have transformed her confidence, inspiring her to study Spanish and receive acceptance into her school’s Health Occupations program with the hope of one day becoming a pediatrician.

Prior to moving to the United States, Darline never had any formal schooling in her birthplace, Port-au-Prince, Haiti. After the devastating 2010 Haiti earthquake, Darline arrived in Westerly, RI, reading far below grade level. But, because of her resilience and thirst for knowledge, she overcame the challenge of being an English language learner in a new country and excelled academically, improving her reading by the equivalent of five grade levels in two and a half years. “I decided to make a difference for myself by working hard every day and learning how to be successful in my READ 180 class,” explained Darline. Her academic confidence led her to playing on the school volleyball team, and she would like to one day return to her homeland to inspire other Haitian children to develop a similar passion for reading.

Jesus moved to Bethlehem from Puerto Rico when he was four years old. As a native Spanish-speaker, language barriers made it difficult for him to master reading and writing in English. In his fifth-grade year, he was enrolled in System 44, and then everything changed for him. In four short months, Jesus was reading on a 4th grade level. “System 44 made reading a lot easier,” Jesus said. “When I read out loud in class I don’t feel nervous like I used to. System 44 has made me love reading.” His teacher, Scott Toonder noted, “Jesus’ transformation has been amazing in so many ways, but perhaps the most striking change is in his attitude toward reading.”

Matt Schultz is well known in his community as a high school student campaigning for a seat on the local school board, a soon-to-be graduate who will be attending college in the fall and aspires to be a lawyer. But the back story is how in the last two years he has overcome severe reading difficulties and dyslexia to become the confident, high-achieving student he is today. As a junior, he had difficulty reading out loud and lacked some basic phonics skills that made reading hard. And without strong reading skills, succeeding in any class was a challenge. But through hard work in his school’s System 44 intervention program, Matt made huge academic and emotional gains. His is a story of how learning to read can give any student the confidence to reach for the stars. “I was able to overcome the dyslexia,” he said. “Now I’m reading a lot more outside of class, reading bigger and longer books.”

By the time she reached fourth grade, Jamaica found herself reading far below grade level. In fifth grade, she began System 44, and has been making steady gains ever since. “Before System 44, I wasn’t really reading my books. I rushed through and I really didn’t understand the words that were in them,” said Jamaica. “After System 44, I read my book six times. I knew the words and I took my time. On my quizzes, I got 100%!” As the oldest child in her family, Jamaica plays a prominent role in the upbringing of her three siblings. Despite all obstacles, Jamaica is known for her upbeat and positive spirit in the classroom, on the cheer team and in the school choir. Jamaica is well on her way to her goal of reading on grade level.

When Karen moved to the United States from Mexico a year and a half ago, she didn't speak a word of English. With only two years of READ 180 instruction, Karen is reading above her fourth-grade peers at a fifth-grade reading level. Karen noted, "Before I was in READ 180, I didn't read at all at home. Now, I can't sleep at night without reading. READ 180 changed my life!" Karen's new skills have enabled her to help her cousins improve their reading and spelling as well; her goal is to keep working hard in school so that one day she can get a good job and earn money to support her family. Of Karen's achievements, her teacher writes, "Karen has the confidence now to live her dream, even though she is in elementary school. She knows now that she can do whatever she wants to do with her life because she has found success, which she says comes from READ 180!"

Emmett
Doyle Elementary School, Doylestown, PA

Once described as withdrawn, Emmett found a new sense of self-confidence through READ 180 and has gone
from being a struggling reader himself to giving support to peers who are performing at a lower level. Now reading
on grade level, Emmett has shown three years of growth since being enrolled in the READ 180 program two
years ago. His teachers speak highly of how hard he works to do his best.
With his positive outlook and determination, Emmett has gotten involved with extracurricular activities like
basketball and the school safety program. "READ 180 has changed my school experience,"
wrote Emmett.

Keily
Barse Elementary School, Vineland, NJ
When she started third grade, Keily struggled so much
with reading that homework would often take her three to
four hours to complete. Raised in a primarily
Spanish-speaking home, Keily never gave up on her desire to read
and write in English. Now fluent, Keily often
translates for her parents and helps her cousins with their
reading and homework. By improving her reading and
strengthening her writing skills and vocabulary, Keily is on
track to become grade-level proficient. With her newfound
writing ability, she now produces stories that reflect her love
of pets and her career goal of becoming a veterinarian.
"Keily has gone from a student who rarely volunteered to an enthusiastic participant," said Keily's teacher.

Allyson
West Virginia Children's Home School, Elkins, WV

Allyson was repeating seventh grade when she arrived at West Virginia Children's Home School, and was reading at a
first-grade level. Through READ 180, Allyson has discovered her ability to learn and succeed when she applies herself.
"READ 180 has changed my attitude about school," Allyson explained. "This experience has changed my grades dramatically
from all F's and D's to a 3.5 G.P.A." She is now receiving A's
and B's on her report card and has advanced from a first-grade
level to a fifth-grade level in less than two years. Allyson wants
to be the first child in her family to walk across the stage and
receive her diploma.

Keyon
John Poole Middle School, Poolesville, MD

Keyon, who you may recognize from ABC's Extreme Makeover: Home Edition,
has also received a "reading makeover." When Keyon
entered the READ 180 program, he faced challenges at home
and in school. Several years ago, his aunt passed away,
leaving behind ten children who joined Keyon and his three siblings
in their home. In addition to adjusting to his new home
life, Keyon was reading far below grade level. Through his hard
work and determination, Keyon has made two years' worth of
reading gains and is now reading on grade level. "My school
experience has changed a lot because of READ 180,"
said Keyon. "Before READ 180, I never read chapter books on my own. I would just skim through them. Now, I like
to read in my spare time." After high school, Keyon plans to attend college, where he would like to study to become a
pediatrician.

Sequoyah
Waubun High School, Waubun, MN

After taking the state standardized test for
reading, Sequoyah was scored at far below proficient and was categorized
as
needing an intensive reading program. Thanks to his enrollment in READ 180, Sequoyah has made tremendous academic
gains in all his classes. With two and a half years of growth, and now reading on grade level, Sequoyah has graduated out
of READ 180 and is enrolled in all regular education classes, earning A's and B's. "His greatest accomplishment
was graduating from READ 180," noted Sequoyah's teacher. "This year is a whole different world for Sequoyah as he
seems to walk taller, has a bigger smile, and has the best grades he's ever had."

Oksana
Souhegan High School, Amherst, NH

Originally from Ukraine, Oksana moved to the United
States not knowing any English, but over the course of the past few
years,
Oksana has been able to overcome the language barrier to achieve
academic and personal success. When she entered READ 180,
Oksana read at a first-grade level; today, she is on the fast track
to read on grade level by next year. Oksana's teacher notes,
"READ 180 became a safe haven for Oksana, both socially and academically. She used that space to test waters, take risks,
and to gain the confidence she needed to assimilate to the new world of high school in the United States." Thanks to all she
learned in READ 180, Oksana recently passed the written component of her driver's education course.

Jake
Liberty High School, Liberty, MO

Before entering READ 180, Jake had been placed in various intervention programs that were not successful. In class,
Jake would joke or ask to use the hall pass when his teacher would ask him a question. Through the READ 180 software,
Jake was able to listen to words he didn't know, work on his vocabulary, and refine his writing. Since enrolling in READ 180,
Jake went from reading at a sixth-grade level to reading at a
twelfth-grade level, and no longer hides from work. Jake has graduated
out of
READ 180 as an advanced reader and is on track for college, where he would like to study business. "Not only did READ 180
help me with my reading, it helped me in my other classes," he
said. "Because I became a better reader, my grades have improved and
I am able to do my work and not just joke around in class."

Yvette
Burlington High School, Burlington, VT

As an English language learner from Rwanda, Yvette
needed intensive instruction. While in Rwanda, Yvette had a fractured
school
experience and limited exposure to English. She entered READ 180
as a quiet student who was insecure about her reading,
writing, and speaking. Yet, despite her struggles in school, Yvette
handled the transition to American society and education with
grace and determination. Yvette's resolve to succeed has helped her
to read more and she now enjoys reading. Today, she is able
to read at a sixth-grade level. She said, "I honestly believe that READ 180 has been critical in helping me to reach
my goal of going to college."

Nazem
Lisa J. Mails Elementary School, Murrieta, CA

Graduating out of System 44 was a tremendous
accomplishment for Nazem, who started the program two years ago as a
quiet,
timid student who struggled with reading, writing, and spelling.
Today, Nazem continues to grow in his reading and is on a path
to reach grade level in less than a year. "When my teacher told me that I passed, I was so happy. It was the first thing
I told my mom and dad when I got home from school that day," Nazem said. His enthusiasm is contagious: as a result of his
success in System 44, Nazem has become much more invested
in his education and has even enrolled in the Science Club to
further develop his interest in science experiments. He aspires
to be a professional basketball player, but thinks college is
a good idea and is focused on continuing his journey to improve
his skills and abilities.

Daniel
Beacon Hill Elementary School, San Antonio, TX

Daniel went into System 44 certain that he'd hate it; however, since beginning the program in January 2012, Daniel's
reading level has increased by two years, now putting him above the class average. Daniel says that System 44 has helped
him to love books. In fact, he read 30 books in a year, and has set a personal goal to read all of the books in the System 44
program. "The System 44 books have become a comfort to him and he goes to them when he feels angry or down on himself,"
noted Daniel's teacher. His newfound love of reading has helped him feel empowered and given him more self-confidence.

Eduardo
Lakewood School, Carpentersville, IL

Originally from Mexico, Eduardo's first language was Spanish, and when he was initially enrolled in the System 44
program
he had great difficulty on his placement test. While struggling
to read and learn English, Eduardo also had difficulties with his
speech. After his experience in System 44, he can now
read at a third-grade level and was nominated to represent his class
at the Service-Learning Youth Leadership Conference because of
his excitement about learning, his leadership qualities, and his respect
for others. Eduardo's teacher stated, "Eduardo started the year standing out because he struggled in English. Now, he stands out
because he radiates determination and success in everything he sets his mind to and works to achieve."